DescriptionThis study investigates how vocational students’ self-regulated learning in workplace simulations can be improved by redesigning learning tasks and optimising feedback. Three teachers and 66 students in pre-vocational secondary education participated. Together with the teachers learning tasks were redesigned to offer students an authentic context, clearlearning goals, a work preparation, transparent assessment criteria, and reflection moments.Moreover, a workshop focusing on providing feedback on process and self-regulation levelwas given. Results reveal that teachers felt enabled to engage in constructive conversations with students and were more aware of providing feedback to trigger students’ thinking about their processes during task performance. Students had significantly higher scores on internalregulation during the post-test while external regulation was not affected. Moreover, students showed an increase in reflecting on work/learning-related processes. Planning appeared to be difficult for students and was often neither realistic nor specific.
|Period||29 Aug 2011 → 3 Sept 2011|
|Event title||14th Biennial EARLI Conference for Research on Learning and Instruction: Education for a Global Networked Society|
|Location||Exeter, United Kingdom|
|Degree of Recognition||International|